Australian Journal of Teacher Education
Abstract
: This qualitative study investigates the changes and continuities in conceptions of teaching and learning from course commencement to course completion for a group of international pre-service teachers undertaking a two-year Masters-level degree in Initial Teacher Education (ITE). Data were collected through a series of graphic elicitation activities and ranking tasks at baseline and endpoint. Findings indicate that there was: a growing emphasis on student engagement and its linkages to student learning; a shift from viewing teaching as the transfer of knowledge to learning as an active process; and a more developed repertoire of professional language to explain what is valued and why. This study provides valuable insights into international pre-service teachers’ evolving conceptions of teaching and learning. These findings suggest that international pre-service teachers need many opportunities to interrogate and refine their understanding of teaching and learning and how this applies to the contexts in which they will teach.
Recommended Citation
Di Biase, R., King, E., Kriewaldt, J., Reid, C., & Janfada, M. (2021). Exploring Change and Continuities in Internationally Mobile Pre-Service Teachers’ Conceptualisations of Effective Teaching. Australian Journal of Teacher Education, 46(2). https://doi.org/10.14221/ajte.2021v46n2.6
Included in
International and Comparative Education Commons, Teacher Education and Professional Development Commons